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Rhapsodica's picture

A New Proposal?

Obviously, this draft isn’t quite six pages long, as it should have been by this point. This is because I had originally started with a completely different topic, but eventually realized it was not what I wanted to do (for a number of reasons, it was just not the right time or place for me to explore the questions I was posing for myself in the way I was hoping to do so). I’m certainly going to read more and expand on the ideas I’m talking about here, so this draft is really more of a second proposal than a draft… but well, this is what I have at the moment, and I figure I should at least post that much...

Biodiversity - Week 12

These pages are being generated as part of a senior seminar course directed by Neal Williams at Bryn Mawr College during fall semester, 2007. This week's topic is "Community interactions and stability"

Working the Tensions

Alison Cook-Sather & Alice Lesnick
Risk-Taking in the Classroom and Beyond
“Exploring Reasons to Risk Uncertainty in the Classroom”
November 29, 2007


The following is an excerpt from Lesnick, A.,Cohen, J., and Cook-Sather, A. (2007) “Working the Tensions: Constructing Educational Studies within a Liberal Arts Context.” Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools. Christopher Bjork, D. Kay Johnston, and Heidi Ross (Eds.). Paradigm Publishers, p. 60-61.

Risk as Part of Teaching and Learning

Final Evaluation

Storytelling as Inquiry
Fall 2007 CSem
Student Course Evaluation


A "non-traditional" course in both content and format ... and so needing feedback for continuing evolution

How significant did you find the course for your education generally? Give a number, from 0 (not at all significant) to 10 (very significant), and provide any additional comments you think would be helpful.




How significant did you find the course for your understanding of storytelling? Give a number, from 0 (not at all significant) to 10 (very significant) for each, and provide any additional comments that you think would be helpful.



Final Evaluation

Critical Feminist Studies
Fall 2007
Student Course Evaluation


A "non-traditional" course in both content and format ... and so needing feedback for continuing evolution

How significant did you find the course for your education generally? Give a number, from 0 (not at all significant) to 10 (very significant), and provide any additional comments you think would be helpful.




How significant did you find the course for your understanding of feminism and of literature? Give a number, from 0 (not at all significant) to 10 (very significant) for each, and provide any additional comments that you think would be helpful.



Instructions for Preparing Your Final Portfolio

Critical Feminist Studies
Bryn Mawr College
Fall 2007


Anne Dalke (English House,
ext. 5308, [email protected])

Instructions for Preparing your Final Portfolio

hslavitt's picture

Getting It Together

So my paper is extremely late because the task at hand seems completely daunting. I want to do the actual text of The Golden Notebook justice by exploring it in its own right, but there is an incredible amount of relevant external theory and social context to explore.

Feminist Drama, Continued

Notes towards Day 25
Critical Feminist Studies

Feminist Drama, Continued:
"How I Learned to Drive"



I. coursekeeping and announcements
Lucille Clifton reading in Ely Room @ 7:30 tonight (after supper w/ me....:)

Reading Frankenstein

Frankenstein Notes

I. Papers to Return
II. Sign Up for Final Performances, 1 p.m. Sun, 16th
III. Hand out Instructions for Final Portfolio
IV. Catching up on Postings....?
V. Brianna notetaker this week....

VI. Reading Frankenstein
what would other authors say about it?
(Bettelheim re: fairy tale elements?
Brecht/Abbott/Dennett re: science story?
Polyani/Lakoff/Vygostsky/Pinker/Sacks re: tacit knowledge?
language acquisition?
Silko/Geertz/McD&Varenne re: abling, disabling cultural story?

novel of education (failed education)?
calls into question aims/purposes of education:
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